Enhancing service learning and character development using case studies
Tricia McClam, Associate Department Head and Professor, University of Tennessee, Knoxville [mcclam@utk.edu]
Mary Alice Varga, Graduate Research Assistant, University of Tennessee, Knoxville [maryalice@utk.edu]
Keywords: Community engagement, grief, case study method, character development, mentoring program
Summary
Service learning programs in universities provide students with non-traditional learning experiences accompanied by classroom learning. The Grief Outreach Initiative at the University of Tennessee pairs university students with children and youth in the community who have been referred by school counselors, school social workers, principals, parents, grandparents, and mental health or children’s services case managers. Referrals requiring intensive services are triaged to local agencies with trained professionals. Referrals that fit the scope of Grief Outreach Initiative’s mission are immediately offered mentoring services.
Among the learning activities for students who participate in the Grief Outreach Initiative is an oral and written case study of the mentor-mentee relationship they have had with a child. Preparation for the case study is reflection, a key characteristic of service learning (National Service-Learning Clearinghouse, 2011) that is significantly correlated with personal development (Eyler, Giles, & Braxton, 1997). The purpose of an analysis of this assignment was to describe the grief-related service learning experience from the student’s perspective and to identify its impact on a student’s character development. The framework for the analysis were the findings of Dalton and Crosby (2011) that identified key attributes of character development in practice in higher education, and specifically, Reed et al. (2005) who identified four specific character development areas that service learning can influence: 1) social responsibility, 2) awareness of social problems, 3) meaningfulness of college life, and 4) expectations for future commitment to service. Supporting evidence that confirmed the findings were a final reflection paper and the class discussion of the case study.
Analysis of the case study and the two supporting criteria validate the key attributes of character development noted by Reed et al. (2005) specifically for service-learning initiatives. Although a single case study, the findings offer both practical implications for community engagement as well as several directions for future research. Among them are the practical implications such as supervision, training, student motivations, and most importantly, unresolved issues related to students’ own grief, loss, or both.
References
Baxter Magolda, M. B. (1993). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
Eyler, J., Giles, Jr., D. E., & Braxton, J. (1997). The impact of service learning on college students. Michigan Journal of Community Service Learning, 4, 5–15.
Ivey, A. E., Ivey, M. B., & Zalaquett, C.P. (2010). Intentional interviewing and counseling: Facilitating client development in a multicultural society. Belmont, CA: Brooks/Cole.
McClam, T., Diambra, J., Burton, B., Fuss, A., & Fudge, D. (2008). An analysis of a service-learning project: Students’ expectations, concerns, and reflections. Journal of Experiential Education, 30(3), 236–249.
McLeod, J. (2010). Case study research in counseling and psychotherapy. Thousand Oaks, CA: SAGE.
Reed, V. A., Jernstedt, C., Hawley, J. K., Reber, E. S., & DuBois, C. A. (2005). Effects of a small-scale, very short-term, service-learning experience on college students. Journal of Adolescence, 28, 359–368.
Yin, R. K. (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: SAGE.
To access materials from this session please click on the file link(s) below:
Enhancing service learning and character development using case studies
Tricia McClam, Associate Department Head and Professor, University of Tennessee, Knoxville [mcclam@utk.edu]
Mary Alice Varga, Graduate Research Assistant, University of Tennessee, Knoxville [maryalice@utk.edu]
Keywords: Community engagement, grief, case study method, character development, mentoring program
Conference Track: Higher education student outcomes
Format: Symposium
Summary
Service learning programs in universities provide students with non-traditional learning experiences accompanied by classroom learning. The Grief Outreach Initiative at the University of Tennessee pairs university students with children and youth in the community who have been referred by school counselors, school social workers, principals, parents, grandparents, and mental health or children’s services case managers. Referrals requiring intensive services are triaged to local agencies with trained professionals. Referrals that fit the scope of Grief Outreach Initiative’s mission are immediately offered mentoring services.
Among the learning activities for students who participate in the Grief Outreach Initiative is an oral and written case study of the mentor-mentee relationship they have had with a child. Preparation for the case study is reflection, a key characteristic of service learning (National Service-Learning Clearinghouse, 2011) that is significantly correlated with personal development (Eyler, Giles, & Braxton, 1997). The purpose of an analysis of this assignment was to describe the grief-related service learning experience from the student’s perspective and to identify its impact on a student’s character development. The framework for the analysis were the findings of Dalton and Crosby (2011) that identified key attributes of character development in practice in higher education, and specifically, Reed et al. (2005) who identified four specific character development areas that service learning can influence: 1) social responsibility, 2) awareness of social problems, 3) meaningfulness of college life, and 4) expectations for future commitment to service. Supporting evidence that confirmed the findings were a final reflection paper and the class discussion of the case study.
Analysis of the case study and the two supporting criteria validate the key attributes of character development noted by Reed et al. (2005) specifically for service-learning initiatives. Although a single case study, the findings offer both practical implications for community engagement as well as several directions for future research. Among them are the practical implications such as supervision, training, student motivations, and most importantly, unresolved issues related to students’ own grief, loss, or both.
References
Baxter Magolda, M. B. (1993). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
Dalton, J. C., & Crosby, P. C. (2011). Five types of character education initiatives. Character Clearinghouse. Retrieved from http://characterclearinghouse.fsu.edu/index.php/character-education-initiatives.
Eyler, J., Giles, Jr., D. E., & Braxton, J. (1997). The impact of service learning on college students. Michigan Journal of Community Service Learning, 4, 5–15.
Ivey, A. E., Ivey, M. B., & Zalaquett, C.P. (2010). Intentional interviewing and counseling: Facilitating client development in a multicultural society. Belmont, CA: Brooks/Cole.
McClam, T., Diambra, J., Burton, B., Fuss, A., & Fudge, D. (2008). An analysis of a service-learning project: Students’ expectations, concerns, and reflections. Journal of Experiential Education, 30(3), 236–249.
McLeod, J. (2010). Case study research in counseling and psychotherapy. Thousand Oaks, CA: SAGE.
National Service-Learning Clearinghouse. (2011). What is service-learning? Retrieved from http://www.servicelearning.org/what-is-service-learning.
Reed, V. A., Jernstedt, C., Hawley, J. K., Reber, E. S., & DuBois, C. A. (2005). Effects of a small-scale, very short-term, service-learning experience on college students. Journal of Adolescence, 28, 359–368.
Yin, R. K. (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: SAGE.
To access materials from this session please click on the file link(s) below: